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The role of emotions in health professional ethics teaching
  1. Lynn Gillam1,
  2. Clare Delany2,
  3. Marilys Guillemin1,
  4. Sally Warmington1
  1. 1Centre for Health and Society, Melbourne School of Population and Global Health, University of Melbourne, Carlton, Victoria, Australia
  2. 2Melbourne School of Population and Global Health, University of Melbourne, Carlton, Victoria, Australia
  1. Correspondence to Dr Lynn Gillam, Centre for Health and Society, School of Population Health, University of Melbourne, Carlton, VIC 3010, Australia; l.gillam{at}unimelb.edu.au

Abstract

In this paper, we put forward the view that emotions have a legitimate and important role in health professional ethics education. This paper draws upon our experience of running a narrative ethics education programme for ethics educators from a range of healthcare disciplines. It describes the way in which emotions may be elicited in narrative ethics teaching and considers the appropriate role of emotions in ethics education for health professionals. We argue there is a need for a pedagogical framework to productively incorporate the role of emotions in health professional ethics teaching. We suggest a theoretical basis for an ethics pedagogy that integrates health professional emotions in both the experience and the analysis of ethical practice, and identify a range of strategies to support the educator to incorporate emotion within their ethics teaching.

  • Education
  • Education/Programs

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